In recent years there has developed a wide-spread recognition that there are three distinct structural or logical forms than an assessment of merit, value, or worth may take--evaluation of exemplified value, evaluation of instrumental value, and evaluation of contributory value. These forms provide a logical organization and structure for all of the various modes of evaluation that occur within the field of education, or elsewhere. This examination of the ways teaching is evaluated demonstrates how the three structural forms function in any assessment of merit or worth, whether it be grading student papers, selecting textbooks, or deciding to continue, modify, or discontinue a program. An adequate evaluation of any complex undertaking requres a design that makes explicit what structural form is to be used for each component part. Only then can it be known what standards or ideals and what ends of objectives need to be formulated and what organic wholes need to be envisioned. Then it is possible to know what kind of empirical data will be relevant to each component and what kind of expertise will be required for the judgments needed to bridge the gaps that cannot be spanned by exact measurement and calculation. (RC)